Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,704 Results found
Empowering Global Citizens: A World Course Year of publication: 2016 Author: Fernando Reimers | Vidur Chopra | Connie K. Chung | Julia Higdon | E. B. O'Donnell The world is changing rapidly and shcools must evolve to prepare young people to invent the future. Reinventing education requires thinking anew about how to help students develop competencies that will empower them as architects of their own lives and contributing members of their communities. Drawing on a synthesis of research and practice in global citizenship education, this book presents The World Course - a rigorous and coherent curriculum to foster student agency, empathy, and deep knowledge and skills to recognize the biggest global challenges and opportunities of our times, and to advance sustainability, human rights, and peace. Integrating current thinking on twenty-first-centry competencies and deeper learning, and deploying pedagogies that cultivate student responsibility, imagination, and creativity, such as project-based learning and design thinking, this book is a blueprint to reinvent education to empower global citizens. 
Education as a Security Issue Author: Ian Jamison Corporate author: Tony Blair Faith Foundation The use of education as both tool and target of religious extremists globally is perhaps one of the most important generational challenges we face today. To ensure that the next generation is open to a more pluralistic world, we must ensure that their education equips them to safely encounter the 'Other'. This not only means improving knowledge, understanding and interaction, but also critically requires investment in developing essential soft skills that can ensure these are properly employed. 
Education in the twenty‐first century: Conflict, reconstruction and reconciliation1 Year of publication: 2005 Author: Alan Smith Corporate author: Taylor & Francis This paper is an attempt to map out an emerging and increasingly important field of study concerning the relationship between education and conflict. The paper argues that actions through various ‘entry points’ at each of these levels carry the potential to exacerbate or ameliorate conflict and suggests that a systemic analysis of investments in education systems from a conflict perspective should be a routine part of educational planning. 
Address by Audrey Azoulay, Director-General of UNESCO, on the occasion of Peace and Prosperity Forum, Jeju Korea Year of publication: 2018 Corporate author: UNESCO. Director-General, 2017- (Azoulay, A.) This address was delivered by Audrey Azoulay, Director-General of UNESCO, on the occasion of Peace and Prosperity Forum Jeju Korea; 28 June 2018. 
Let's Decide How to Measure School Violence (Policy Paper 29) Year of publication: 2017 Corporate author: UNESCO Violence in schools and other education settings causes serious harm to children and adolescents that can last into adulthood. As the UN World Report on Violence against Children observed, it is a global phenomenon (Pinheiro, 2006). Policies, laws and strategies to prevent school-related violence depend on accurate knowledge of its global prevalence, trends and effects, but such evidence is lacking.In schools, manifestations of violence include bullying, corporal punishment, verbal and emotional abuse, intimidation, sexual harassment and assault, gang activity and the presence of weapons. While attention usually focuses on extreme events, the more common and often unnoticed forms of violence cause the greatest harm to the education experience of children and adolescents. These tend to be under-reported, as they often involve taboos.To collect data on aspects of violence in schools, large-scale, multi-country school-based surveys are increasingly used; some countries also have well-established monitoring mechanisms. Overall, however, consistent evidence on the global prevalence and trends of school-related violence is lacking. To ensure reliable data is gathered, action is needed to bridge differences between the various monitoring methods. This paper, launched to coincide with the International Symposium on School Violence and Bullying: From Evidence to Action, in Seoul, Republic of Korea (January 17–19, 2017), aims to inform the current debate and propose options for the future. 
Global Security, Religion and Education Development: a Crisis for the Field of Comparative Education? Year of publication: 2011 Author: Yusuf Sayed | Lynn Davies | Mike Hardy | Abbas Madandar Arani | Lida Kakia | Masooda Bano Corporate author: Taylor & Francis Building common ground on shared values should be a high priority for a diverse and devout society in an era of religious conflict. Otherwise we might fall into the equally false and far more dangerous illusion that we agree on nothing at all – and perhaps we tend to assume that education helps to do this, which is not necessarily the case. There is a greater concern that education is not just failing to step up effectively to the task of contesting undifferentiated and negative views of religions, but that it might not always be a force for good at all. It may in some cases help reinforce difference and create the conditions for conflict.The relationship, therefore, between religious difference, security and the assumed supportive role of education is far from a simple one. 
Long Walk of Peace: Towards a Culture of Prevention Year of publication: 2018 Corporate author: UNESCO How can the United Nations best address the imperatives of peace? Long Walk of Peace presents a fresh review of the conceptual and practical approaches to peace since the creation of the UN. Through an in-depth theoretical analysis, combined with a presentation of innovative practices across 32 UN bodies, it explores the long, steady haul towards peace and provides inspiration for the way forward.This book represents the collaborative efforts of scholars, experts and UN staff from a wide range of backgrounds. Long Walk of Peace, through its conceptual history and robust analysis, shows that peace is a dynamic process and a continuous journey of discovery. Thereby, the book provides a unique understanding of the emerging priorities of ‘sustaining peace’ and promoting ‘a culture of prevention’.As such it is an expression of UNESCO’s mandate to serve as a laboratory of ideas and thereby help advance the imperatives underscored by Agenda 2030. 
Review of Curricula and Curricular Frameworks: Report to Inform the Update of the UNESCO International Technical Guidance on Sexuality Education Year of publication: 2018 Author: Nicole Cheetham | Nora Gelperin Corporate author: Advocates for Youth In 2009, UNESCO published the International Technical Guidance on Sexuality Education (ITGSE): An evidence-informed approach for schools, teachers and health educators. The purpose of the ITGSE is to assist education, health and other relevant authorities in the development and implementation of school-based sexuality education programmes and materials (UNESCO, 2009). The publication was released in two volumes: Volume I, which focuses on the rationale for sexuality education and provides sound technical advice on the characteristics of effective programmes; and Volume II, which focuses on the topics and learning objectives to be covered in a ‘basic minimum package’ on sexuality education for children and young people from 5 to 18+ years of age, and includes a bibliography of useful resources.In 2016, UNESCO began a process to update the ITGSE, consisting of a literature review of the evidence and lessons learned since the release of the original publication; a stakeholder consultation on sexuality education held in October of 2016; an online user survey; and an expert, Comprehensive Sexuality Education (CSE) Advisory Group established to inform the process and its findings.This report summarizes evidence-informed conclusions, expert recommendations and current practice for curriculum-based sexuality education for ages 5-18+ and provides preliminary, overarching changes to Volume II of the ITGSE for consideration by the UNESCO CSE Advisory Group. 
Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) Year of publication: 2016 Author: Jagtar Singh | Paulette Kerr | Esther Hamburger Corporate author: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
INEE Thematic Paper: An Introduction to Education and Preventing Violent Extremism Year of publication: 2017 Corporate author: Inter-agency Network for Education in Emergencies (INEE) This paper was conceptualized and developed by the INEE Education Policy Working Group subgroup on Youth, Violence and Peacebuilding. Though there remains limited consensus on how to define violent extremism, this paper highlights some of the more commonly used concepts and working definitions, presents current thinking and up-to-date research, and provides some examples of how education can contribute to preventing violent extremism. INEE does not take a particular stance.The paper is the most recent addition to the INEE’s work gathering resources on education and preventing violent extremism (PVE) from around the world, which may help policy-makers, teachers, principals, trainers, and researchers understand better the link between education and violent extremism and promote the positive ‘face’ of education.